The Chief Constable Of Hampshire

The Chief Constable Of Hampshire

Address: Hamble Lane, Hamble, Southampton, SO31 4TS Unique reference number (URN): 2539298

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders assess and identify apprentices’ needs effectively. They ensure that trainers complete mandatory training on how to identify needs accurately and provide appropriate support quickly. For example, where apprentices experience mental health difficulties, leaders have introduced trauma-informed training to help staff recognise the symptoms associated with these conditions and signpost them to professional support. Staff and apprentices enjoy positive professional relationships, which creates further opportunities for apprentices to disclose any barriers they may face in their learning.

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Inclusion Expected standard

Trainers work closely with specialist staff to provide well-tailored and effective support that meets apprentices’ specific needs. For instance, staff give apprentices with attention deficit conditions sufficient information about upcoming events and activities to help them prepare and reduce anxiety. Staff help apprentices with learning needs to access their training fully through specialist equipment, such as noise reduction headphones and screen adaptors.

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Inclusion Expected standard

Leaders monitor and review the support apprentices receive generally well. However, they do not use data consistently to understand the progress that apprentices with barriers make compared with their peers. As a result, they do not fully understand the impact of their actions in mitigating barriers to learning.

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Leadership and governance Needs attention

Although leaders provide opportunities for staff to maintain their occupational and industry expertise, they have not established a coherent programme for ongoing professional development. Leaders have not ensured that recording of staff training is consistent, which limits their ability to evaluate its impact on the quality of provision.

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Leadership and governance Needs attention

Leaders have a well-developed vision for their apprenticeships. They recognise the challenges of meeting public service expectations and addressing national mistrust of the police. They view apprenticeships as essential to recruiting, developing and retaining highly skilled, professional and trusted uniformed staff. Leaders, managers and quality assurance staff have a clear understanding of their provision’s strengths and areas for development. They prioritise improvements well and have strengthened the quality of training. For example, managers have improved their understanding of the final assessment through closer work with assessment bodies. This contributed to year-on-year increases in distinction level achievement.

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Leadership and governance Needs attention

Leaders work closely with their steering groups, whose members provide valuable support and constructive challenge. These groups receive appropriate information about the quality of provision and use it to help leaders drive improvements, including successfully increasing the proportion of apprentices who remain in training.

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Leadership and governance Needs attention

Leaders and managers also work with senior officers and line managers to review provision and inform improvements. In response to feedback, they introduced opportunities for apprentices to practise scenarios in a real-world setting and strengthen their readiness for challenging situations.

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Leadership and governance Needs attention

Most staff feel that managers are considerate of their workload and wellbeing and value the flexibility and support offered during challenging personal circumstances.

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Achievement Expected standard

Apprentices typically achieve well in their apprenticeships, particularly those on the level 4 police community support officer programme. Through successful interventions, leaders have increased the proportion of apprentices achieving distinction grades. They have also improved retention on the level 3 emergency contact handler programme and are taking sensible steps to strengthen this further. A significant majority of apprentices remain in their roles and move on to have additional responsibilities within the police force.

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Achievement Expected standard

Apprentices gain new knowledge and skills rapidly, becoming competent and confident uniformed staff. They produce work of an appropriate standard that reflects the high expectations of the police force. Staff help apprentices develop essential literacy and digital skills that support them in their roles. However, staff do not provide sufficient support for apprentices to develop their numeracy skills consistently.

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Curriculum and teaching Expected standard

Leaders generally understand the quality of the curriculum and teaching, and their processes often lead to positive actions for improvement. For instance, leaders reviewed the causes of withdrawals and put in place support which has successfully reduced the proportion of level 3 emergency call handler apprentices who leave training before completing their studies.

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Curriculum and teaching Expected standard

Leaders and staff have designed the apprenticeship programmes to meet the demands of modern policing. When legislation or policing practice changes, leaders update the curriculum promptly in response.

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Curriculum and teaching Expected standard

Experienced trainers sequence learning sensibly. Apprentices begin to build and consolidate their knowledge of community policing and call handling systems in safe training environments during block release training, before refining their skills in practice under the supervision of line managers and training staff. This enables them to develop the knowledge, skills and confidence needed to handle complex incidents.

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Curriculum and teaching Expected standard

Trainers typically teach relevant and effective sessions. They model specialist language well, helping apprentices become familiar with the extensive terminology used in the force. Trainers explain key concepts clearly and demonstrate resources and equipment effectively, enabling level 3 emergency call handlers to master the technologies required in their roles. Trainers assess learning well and generally provide feedback that most apprentices use to improve their work over time.

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Curriculum and teaching Expected standard

Leaders make sure that the principles and requirements of apprenticeships are fully met.

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Participation and development Expected standard

Understanding the challenges that apprentices face in the workplace, staff have carefully established an environment of support, care and respect. Staff have developed a personal development programme that focuses on personal and professional safety and wellbeing, and that encourages apprentices to grow in confidence and resilience.

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Participation and development Expected standard

Apprentices are proud to be in the police force. They understand the importance of the police code of ethics, and demonstrate highly professional conduct in their interactions with their peers, trainers and those they work with. Apprentices value equality and diversity and learn how to work with people from a diverse range of backgrounds and needs. Apprentices are highly respectful of the chain of command. They are committed to their learning. They attend training excellently and participate fully.

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Participation and development Expected standard

Apprentices know how to stay safe, including online. They have very secure understanding of a range of dangers, including radicalisation and extremism. They know how to report any concerns they may have and are confident staff will deal with these appropriately.

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Participation and development Expected standard

Apprentices generally benefit from useful information about future roles available for them. However, this is not consistently well planned or highly tailored for all apprentices.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices work in demanding, high ‑ pressure and sometimes dangerous environments, and they feel genuinely supported and cared for because staff actively create a culture of care, encouragement and a strong ‘policing family’ ethos. As a result, apprentices grow in confidence and develop the resilience needed to respond effectively when faced with challenging situations.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices, including those with barriers to learning, quickly develop the legislative and technical knowledge needed for their roles. They understand how best to communicate successfully with members of the public, often in pressurised circumstances. Apprentices learn to record details competently and accurately, which may later be critical in the judicial process. Apprentices typically achieve well in their qualifications, particularly those on the level 4 police community support officer programme. The proportion achieving high grades has improved substantially year on year. Many apprentices receive a promotion or take on additional responsibilities within the police force as a result of their training.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices consistently exemplify the police force’s code of ethics. They understand the significant responsibilities involved in serving the public and demonstrate this through their professional, respectful conduct. They value their training and recognise the positive impact it has on their ability to perform their roles, which is reflected in their high attendance and participation.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices benefit from numerous, high ‑ quality opportunities to take part in a wide range of additional activities and groups within the police force. They learn how to maintain their physical and mental health and understand the importance of this for their long ‑ term wellbeing. Apprentices typically have a sound understanding of the next steps available to them. Leaders recognise, however, that more work is needed to ensure this aspect of the programme is consistently well tailored and fully embedded across all training.

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Next steps

Leaders should provide staff with a structured, tailored professional learning programme that develops their pedagogical skills and supports consistently high-quality training. Leaders should continue to support apprentices, particularly in the level 3 emergency service contact handling apprenticeship, to remain in learning and achieve their qualifications. Leaders should strengthen their use of data to understand the progress of apprentices who face barriers better and how the effective the support they provide for them is. Leaders should ensure that staff support apprentices to develop their numeracy skills over time to support their jobs. Leaders should strengthen careers advice and guidance, ensuing that it is consistently embedded and tailored so that apprentices develop a detailed knowledge of their potential next steps.

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Team inspectors:

Jo-Ann Henderson, His Majesty's Inspector Suki Dhesi, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with leaders, managers, staff and apprentices during the inspection.

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About this inspection

The Chief Constable of Hampshire is based in Southampton. Leaders at The Chief Constable of Hampshire have been training apprentices under their own contract since 2019. At the time of the inspection, there were 135 apprentices on programme, of which approximately 95 were studying the level 3 emergency service contact handling standard and 40 studied the level 4 police community support officer standard. A very small number of apprentices commence training at the age of 18 years old. Training is delivered face-to-face at the training centre and police stations in the county.

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About this inspection

Head of Learning and Professional Development : Supt Chris Spellerberg

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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